Publications

Honestly Clicking

I teach Humanities and Philosophy, and these courses contain really abstract materials that some students have a hard time grappling with. Moreover, students, particularly those coming from high school, aren't used to following arguments and counter-arguments, going back and forth between different views. They're used to a direct approach, and sometimes, they get confused. I also delve into the sciences although some students are not in science. Students are unfortunately often shy about saying when they haven't understood something in class. Using clickers to ask if they've understood, I get results. Sometimes, half of them have not understood, and as a result, I explain the concept in a different way and ask again. Usually by the second time, there are only one or two people who don't get it, and I ask those people to see me after class or during my office hours so that I can explain the material to them individually.

A participant using a clicker to respond to a speakers question (photo : Alan Wolf)

I use clickers in my "Thinking About Sexuality" class and my "Environmental Issues" class for a similar purpose as well. There are some issues where students may be shy about expressing their views and will only reveal what they think anonymously. In "Thinking About Sexuality", we do a whole section on pornography. It's interesting to find out how many students in the class consume pornography and at what rate. Furthermore, I can ask only male students or female students to respond to get more detailed information. To my surprise, quite a few women in my classes consume pornography on a regular basis. None of this information would have been exposed without clickers.

They'll say it with the clickers; they think it's wrong. But, when you ask them why, they're still ashamed to talk.

Using clickers is not a foolproof method. I can't be sure that students are honest with themselves when they are clicking, but at least, I'm getting the answer that they are ready to put forward. I also feel that the use of clickers has allowed me to develop more of a bond with students and to discuss things with them on a deeper level. I discovered there were fewer taboos. I think shyer students felt more included since they were able to answer, albeit anonymously.

One thing that I don't like about clickers is I have to come to class earlier to make sure that they are functional and if they don't, I have to restart them. It's a lot of work to ask two questions during the whole one hour and fifteen minutes of the class. To save time, I don't go through the process of asking students to sign out the clickers. I just pass them out. The other shortcut that I've discovered is for identifying dead batteries. I've asked for big bags to be put in the clicker kit. I can put the clickers with dead batteries in them, so AV knows to recharge those. We have a few extra units in each set for these situations.

Example of responses to a question

Despite generating anonymous responses using clickers, it's still really hard to get students to talk about their views if these views are minority views or deemed politically incorrect. For instance, in class, we discuss students' perception of homosexuality. Before we look at the material, I ask for a clicker response to the question, Who here thinks that homosexuality is immoral? Let's say there are six people who think it's immoral and twenty-four others who think it's fine.

Following this, I have a gay man and a lesbian come into the class as guest speakers. Then we look at all of the arguments against the moral permissibility of homosexuality and responses to them. No one indicates that they feel that homosexuality is immoral, when I gauge opinions verbally. Once we've looked at all the arguments, and I ask for a clicker response to the same initial question of whether anyone thinks homosexual sex is immoral, however, the numbers don't change. In one class there was one less person who thought it was immoral. The others didn't budge in their opinion in spite of everything. Students were not willing to defend their views verbally, probably because they knew they were a minority in holding such views, but it could also be due to their not feeling proficient enough to express themselves effectively. They'll say it with the clickers; they think it's wrong. But, when you ask them why, they're still ashamed to talk.

As frustrating as this is, I feel "Thinking About Sexuality" is allowing students to explore these issues at an age when they're ready to look at them. No matter what they say at the end of the class, they're probably evolving, and I feel that using clickers helps them to expose their inner turmoil in a manner that is both anonymous and honest.

Are there situations in your classes where using clickers would allow you to discuss issues that would be impossible without the anonymity that they offer?

Thanks for this story, Veronica. The various pedagocical uses of the clicker you present are very interesting. How do your students appreciate this type of activity ? Did you observed an effect on their motivation ? I am anxious to read about other pedagogical uses of the clicker !

Resources published by EDUQ.info

Your Collegial Network Resources

ACPQ

The ACPQ (Association des collèges privés du Québec) is an umbrella organization for 25 college-level teaching establishments subsidized by MESRST. The ACPQ brings together teachers, administrators, and personnel of member colleges for pedagogical workshops that it organizes annually. It also manages support programs for research and international activities.

APOP

APOP meets the professional development needs of teaching personnel by offering online professional development and moderation activities. The purpose of these services is to support teaching personnel in their use of technology on the job. From an introduction to the features of a software application to the development of scripted teaching strategies, concepts are updated in terms of practices and emerging needs.

AQPC

The AQPC (Association québécoise de pédagogie collégiale) promotes the support and development of college educational mastery through gatherings and publications to foster the sharing of experience as well as the adoption of research results, pedagogical innovations and information technology. Among the AQPC’s activities is their annual symposium and the Pédagogie collégiale journal.

ARC

ARC (Association pour la recherche au collégial) works to promote research in college-level establishments. ARC is there to promote research and provide information to college network teachers who might wish to conduct research.

CCDMD

The Collegial Centre for Educational Materials Development (CCDMD) produces computer-based resources and printed documents for teachers and students of the Quebec college network. It has an impressive catalogue of educational materials and participates in a number of highly interesting projects for college teachers, including Netquiz Web, the World of Images collection as well as symposiums produced in tandem with the AQPC to improve teaching skills. The CCDMD works for you and with you!

CDC

The CDC (Centre de documentation collégiale) is the only unique library focusing on college education. The CDC has a mandate to serve francophone and anglophone Cegeps, both public and private, across Quebec. Its collection has been developed specifically to meet the information needs of teachers, professionals, managers, researchers and future teachers of the college network.

Cégep à distance

Cégep à distance is a college dedicated to distance learning. It hosts a diverse student population with a significant student population referred from within the college network. By the very nature of its courses, the Cégep à distance is at the avant-garde of technology. It makes much of the teaching material that it designs available to teachers in the Quebec college network.

DECCLIC

The corporation Plateforme collégiale DECclic hosts and maintains the Moodle environment along with other related services. It also moderates the DECclic community with online help, professional development, and network activities.

IT Rep

The IT Rep/REPTIC Network is a community practice of pedagogical counsellors responsible for the integration of ICTs into Quebec colleges. IT Reps work with teachers at their school to support the pedagogical integration of ICTs. The IT Rep also ensures that the resources of ICT partners have concrete benefits in their setting.

Performa

Performa is a partner dedicated to the professional development and training of ICT savvy teachers. Performa brings together a faculty of the Université de Sherbrooke and 61 college-level institutions. Performa provides access to accredited professional development activities specifically adapted to the needs of college network teachers.

Profweb

Profweb shares inspiring teaching practices in addition to providing articles on educational and digital news from the Quebec college network. Profweb also promotes digital resources related to teaching and learning in colleges and offers a calendar of events. Finally, Profweb offers college teachers a free web hosting environment for their educational projects.

VTÉ

The mission of Vitrine Technologie-Éducation (VTÉ) is to promote and support integration of technology into postsecondary education. The VTÉ is recognized for its technology watch activities, whose results are relayed to the entire network. The VTÉ also disseminates pedagogical resources through means of its rich and comprehensive CERES catalogue—a veritable treasure chest!

Subscribe to our newsletter

Each week, get inspired by innovative educational planning, discover new digital resources coming onto the market and discover the activities in colleges throughout Quebec. Profweb’s newsletter is the only newsletter that tells you what’s happening in technology across the Quebec college network!